|Lesson Plan ID:
Expository Essay: State Trip
After researching a place/event of interest in Alabama, students write a five-paragraph essay. Students include maps and written directions to the location, describe activities and/or events associated with this location, include in this profile.
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|ELA2015(5) ||11. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2] |
|ELA2015(5) ||12. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. [RI.5.3] |
|ELA2015(5) ||38. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1] |
|ELA2015(5) ||39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2] |
|Primary Learning Objective(s):
Students will search the Internet for information about a site/event of interest in the state. Students will organize researched information into a five-paragraph essay. Students will participate in peer review and revise essays to meet rubric requirements.
|Additional Learning Objective(s):
Students will utilize a map or online resource to obtain directions to the site/event to be included in the essay.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
|Technology Resources Needed:
Computer with Internet access, word processing software, printer, encyclopedia CD-ROM (if available)
Students should have prior instruction in the writing process, the five-paragraph essay, and the Alabama Writing Assessment Guidelines for expository writing.
1.)Students will participate in a teacher-led brainstorming session about activities and places of interest in or around the school community.
2.)Teacher will model an introductory paragraph using student ideas from the brainstorming session.
3.)Teacher will instruct students to brainstorm places of interest within their home state (pre-writing). If possible, allow Internet browsing of the following site for ideas.
(Alabama Department of Tourism and Travel
)The official website for tourism, vacation planning.
4.)Students will choose one place of interest (mentioned or self-selected) to research for a five-paragraph expository essay. Essays should include written directions and a map to the location, an explanation of activities and events associated with the location, and other important or interesting information about this location.
)An interactive site for maps and directons to towns worldwide
5.)Students will begin the research process using CD-ROMs, Alabama Virtual Library resources, encyclopedias, and an Internet map/direction website or atlas.
(Alabama Virtual Library
)Contains a wide variety of age-appropriate research tools
6.)Students will use gathered information to construct an introductory paragraph, three topic paragraphs, and a conclusion paragraph.
(The introductory paragraph should include a thesis which includes the three topic areas.)
Use of the graphic organizer (3 MI flowchart) from Makes Sense Strategies will help students organize topic/paragraph information.
7.)Students will peer edit and confer with the teacher concerning their rough drafts. Teacher and students should use the Alabama Writing Assessment guidelines (see Assessment section).
8.)Students will write or type the final draft from their edited rough copies.
9.)Students should share their essays. A class state tour booklet will then be constructed for the classroom.
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Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: